Science SCI.III.3.3 Grade: 8th Strand III: Using Scientific Knowledge in Life Science Standard 3: Heredity - All students will investigate and explain how characteristics of living things are passed on through generations. Explain why organisms within a species are different from one another; and explain how new traits can be established by changing or manipulating genes. Benchmark 3: Explain how new traits may be established in individuals/populations through changes in genetic material (DNA). Constructing and Reflecting: SCI.I.1.4 – Gather and synthesize information from books and other sources of information. SCI.I.1.5 – Discuss topics in groups by making clear presentations, restating or summarizing what others have SCI.II.1.1 – SCI.II.1.2 – SCI.II.1.3 – SCI.II.1.4 – SCI.II.1.5 – SCI.II.1.6 – SCI.II.1.7 – said, asking for clarification or elaborating, taking alternative perspectives and defending a position. Justify plans or explanations on a theoretical or empirical basis. Describe some general limitations of scientific knowledge. Show how common themes of science, mathematics and technology apply in real world contexts. Discuss the historical development of key scientific concepts and principles. Explain the social and economic advantages and risks of new technology. Develop an awareness of and sensitivity to the natural world. Describe the historical, political, social and economic factors influencing the development of Darwin’s theory of evolution by natural selection. Vocabulary Context Genetic changes: • Variation • New gene combinations • Mutation • Natural selection • Hybrid • Pure Breed • Recombinant DNA Products of genetic engineering: • Medical advances ¾ Insulin ¾ Cancer drugs • Agricultural related products ¾ Navel oranges ¾ New flower colors ¾ Higher-yield grains ¾ Dwarf fruit trees DNA mutations • Insertion • Deletion • Point mutation • Translocation Natural and human-produced sources of mutation: • Radiation • Chemical Effects of natural and man-made contamination. Examples of variations due to new gene combinations: • Hybrid organisms • New plant varieties resulting from multiple sets of genes Knowledge and Skills Students will: Show how a change in a nucleotide sequence (mutation) may show up as a change in the trait of the individual. • • Identify mutation-causing factors in the environment. Corresponds to standard II.1.5 Debate the positive and negative effects of human manipulation of the DNA. Corresponds to standard II.1.6, I.1.5, & I.1.4 Resources Coloma Resources: Book: Holt Science & Technology Book C Chapter 3 pg 54-83 Other Resources: • Scope unit – Fundamentals of Genetics • Michigan Teacher Network – 16 resources for this benchmark • Show how a beneficial trait would become part of the members of a population. • Howard Hughes Medical Institute – incredible free resources • Student will identify the benefits of genetic engineering in crops. Corresponds to standard II.1.4 & II.1.3 • www.msichicago.org – Genetics – Decoding Life exhibit from the Museum of Science and Industry • Brain Pop Movies Michigan State Agricultural Branch US Department of Agriculture Videoconferences Available For more information, see www.remc11.k12.mi.us/dl or call Janine Lim 471-7725x101 or email jlim@remc11.k12.mi.us III.3.HS.3 Agricultural Biotechnology from the Center for Agricultural Science and Heritage, Inc. In The News - Genetically Modified Organisms from Hook's Discovery & Learning Center Instruction • Role-play a debate on the positive and negative effects of human manipulation of DNA. Opposing groups could be: parents of children with genetic disease, scientists, genetic companies, clergy, and civil groups. Role-plays of this type work best if there is a middle of the road group to help the extremes come to some consensus. Groups will research their points of view to be presented to the class as a forum for a state committee on genetic research. Corresponds to standard I.1.4 & I.1.5 • Field trip to local nursery, horticultural garden, or fruit farms. Corresponds to standard II.1.6 • Grow radiated seeds and compare to growth of normal seeds. Corresponds to standard I.1.2 Assessment • Pick from a pile of cards marked pro and con for human manipulation of DNA. Write a position paper based on the card, stating that position, and supporting with factual information cited in the forum or research. • Use lab reports from growth of radiated and normal seeds. • Corresponds to standard II.1.1 Criteria Apprent. Basic Meets Exceeds Clarity of Position Misstates the card’s position. States the card’s position with some vagueness. States the card’s position in a clear manner. States the card’s position in a convincing manner. Accuracy States the of position card’s position in an inaccurate manner. States the card’s position with one inaccuracy. States the card’s position in an accurate manner. States the card’s position in an accurate and thoughtful manner. Validity of evidence States no supporting arguments. States one to two valid supporting arguments. States three valid supporting arguments. States more than three valid supporting arguments. Correctness of mechanics Explains with inappropriate vocabulary and grammar. Explains with partially correct vocabulary and grammar. Explains with appropriate vocabulary and grammar. Explains with extended vocabulary and exceptional grammar. Teacher Notes: Focus Question: What are the positive and negative effects of agricultural chemicals that may cause mutations? Investigate and explain how living things obtain and use energy. The relationship between life and energy is complex. While the generalization that living things need energy to survive is satisfactory at one level of understanding, it fails to convey the crucial role energy plays in all aspects of life, from the molecular to the population level. At the elementary level students can compare and contrast food, energy and environmental needs of selected organisms, such as beans, corn or aquarium life. In the middle and high school, the focus is more specific on the concept that plants make and store food. Scientists speak of the flow of energy through the environment. Almost all life on the earth is sustained by energy from the sun. This energy is transformed and moved from location to location, but doesn't disappear. Plants capture the sun's energy and use it to produce energy rich organic molecules that we call food. The food molecules then serve as energy sources for plants and ultimately animals. In animals, organic food molecules are chemically broken down and carried through the circulatory system to cells, cytoplasm, and eventually to mitochondria. This is, most often the site of final energy release through the process known as cellular respiration. The chemical process of photosynthesis occurs at the cellular level and is capable of converting light energy into molecular energy. Animals are dependent on plants for this first important step in the flow of energy. In plants, light energy is captured by chloroplasts or chlorophyll and is converted to chemical energy through the making of organic food molecules when water and carbon dioxide are chemically combined to make sugar and oxygen. These sugars (organic compounds) formed in photosynthesis are used for the plant's metabolic processes and maybe ultimately be used as food for animals. The chemical process of respiration is also cellular. Cellular respiration releases stored molecular energy so the energy can be used for other life processes. Both plants and animals respire. The acquisition and use of energy by living things is a very abstract idea for students at all levels. Students tend to develop a vague and very broad definition of energy that is inconsistent with the scientific definition. This imprecise definition interferes with the acquisitions of the biological understanding of energy and its importance in a living system. ENDANGERED SPECIES PROJECT You will choose an endangered specie to research. You may choose either a plant or an animal as long as the organism is found on the endangered species list. Once you have chosen a specie, you will complete the following tasks: Part I. You will write a one-page research paper about the organism you have chosen. Your paper may include but is not limited to: where the organism lives, what it eats, how it has become endangered, what is being done (if anything) to save the organism and any other interesting facts you can find. Your paper must be typed and double-spaced. You may not use font larger than 14. You must include a list of any sources you used to get your information. Part II. You must include some sort of visual aid that you will present to the class. This may include a poster, a model, a drawing or anything you wish as long as Mrs. Van Niel approves your idea. Be creative! Your project will be due on Tuesday, December 18th. ACTIVITY 6-1 A Radioactive Dating Model Chapter 6 Text Page 143 LAB PREVIEW 1. What is a fossil? 2. Why do scientists study fossils? Problem: How can a radioactive element be used to determine a fossil’s age? Materials • 100 pennies • cardboard box with lid • graph paper • .pencil Procedure 1. A rock or fossil may be dated by measuring the relative amount of a stable element with its radioactive parent element. As the rock ages, the amount of radio-active element becomes less and the amount of stable element increases. Examine the graph to see the decrease of a radioactive element over time. 2. Place 100 pennies face up in the cardboard box and replace the lid. 3. Shake the coins in the box for 10 seconds. 4. Take off the lid and take out all coins that are face down. 5. In the table, record the number of coins that you take out. 6. Repeat Steps 3 through 5 until all the coins have been removed. Trial # Coins Left # Removed 0 1 2 Name Job 1. 1. Get materials and write ans., pg. 51 2. 2. Steps 2, 3 & 4, 6. 3. 3. Step 5. 4. 4. Make the graph (#2, pg. 51. *5. All of above. *5. All of above. 3 4 5 6 7 8 Activity 6-1 (continued) Analyze 1. What happens to the number of coins remaining after each trial? 2. Construct a graph of your results. Plot the number of coins remaining face up on the yaxis, and plot the trials on the x-axis. How does your graph compare with the graph shown? 3. How does shaking the box represent the energy given off by radioactive elements when they become stable? Conclude and Apply 4. How is this model similar to the decay of a radioactive element? 5. How is this model unlike the decay of a radioactive element? 6. Why do you think radioactive dating is considered more accurate than dates calculated from fossil beds? 7. Why are different radioactive elements used to date rocks -and fossils? NAME DATE ACTIVITY 6-2 CLASS DESIGNING AN EXPERIMENT Chapter 6 Text Page 150 Recognizing Variation in a Population LAB PREVIEW 1. What is a species? 2. Name some variations found in seeds. Have you ever noticed when you first see a group of plants or animals of a species that they may all look alike? However, if you look closer you will notice, that some are taller than others; some have slightly different colored parts. Variations must exist in a population for evolution to occur. Have you noticed variations in any plant or animal population? Getting Started You will need to determine the question you will investigate. You will recall from page 133 that variation is an appearance of an inherited trait that makes an individual different from other members of the species. Your task in this activity is to devise a method of determining whether seeds exhibit variations. Safety CAUTION: Do not put any seeds into your mouth. Hypothesizing Make a hypothesis about whether seeds exhibit variation. What are your reasons for forming this hypothesis? Materials Your cooperative group will use: • 100 seeds • metric ruler • graph paper Try It! 1. Select one seed trait to measure. 2. Design a data table in which to record your results. 3. After collecting your data, calculate the range, mean, median, and mode of your sample of seeds. 4. Graph your data using a line graph. NAME DATE CLASS Activity 6-1 (continued) Analyze 1. What happens to the number of coins remaining after each trial? 2. Construct a graph of your results. Plot the number of coins remaining face up on the yaxis, and plot the trials on the x-axis. How does your graph compare with the graph shown? 3. How does shaking the box represent the energy given off by radioactive elements when they become stable? Conclude and Apply 4. How is this model similar to the decay of a radioactive element? 5. How is this model unlike the decay of a radioactive element? 6. Why do you think radioactive dating is considered more accurate than dates calculated from fossil beds? 7. Why are different radioactive elements used to date rocks and fossils? MINI-LAB Chapter 6 Test Page 137 Materials How are fossils made? Pour a small amount of plaster of Paris into a small paper cup, or other small paper container. Press a small object such as a seashell, key, or leaf into the mixture. Carefully lift the object out of the container. Let the plaster dry for one to two days. Tear the paper away from the container. What type of fossil have you made? Infer whether a plant or an animal would be more likely to make this type of fossil. Explain your choice. • plaster of Paris, or clay • paper cup • small object Procedure 1. Pour a small amount of plaster of Paris into a small paper cup, or other small paper container. 2. Press a small object such as a seashell, key, or leaf into the mixture. 3. Carefully lift the object out of the container. Let the plaster dry for one to two days. 4. Tear the paper away from the container. Conclude and Apply 1. What type of fossil have you made? 2. Infer whether a plant of an animal would be more likely to make this type of fossil. Explain your choice. Name Job Get materials & write in answers to questions 1 & 2. Name Job Mix up plaster of Paris. Name Job Make fossil and names on cup Name Job Clean up. Name All of above. Job Discuss questions 1 & 2 and agree to answers.